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Handbook of research in entrepreneurship education<br />Strategies for teaching Entrepreneurship : <br />What else beyond lectures, Case Studies andBusiness Plans?<br />Professor assistant : Dr.Arabioun<br />Composed and Presented by: Msc.mohammad Reza alhagh<br />faculty of entrepreneurship Tehran university<br />
Introduction<br />Growing the number of universities offering Entrepreneurship courses.(in 90s)<br />First entrepreneurship course was at Harvard University By Myles Mace.<br />Pioneer Countries that Offers this subjects till 2000 Were : <br />Usa<br />Canada<br />France<br />
Introduction<br />Till 1990s , focus of entrepreneurial Programs were on Business Plan<br />This kind of teaching resulted in focusing on content rather than learning<br />Vesalain And Strommer Pointed out that teaching it should be a question of method rather than Content.<br />Kyro Pointed out that differentiation between the approaches towards this issue is because of different concepts of education in different cultures .<br />
Introduction<br />Solomon (2002) , defines common methods of teaching entrepreneurship : <br />Business plans<br />Lectures by well-known profs.<br />Case studies<br />Supervised reading Programs<br />
Introduction<br />Advantages and Disadvantages Of BP (Marrion, 2003 , p.62) : <br /><ul><li>Negative effect of preparing BP for student , cause they think it can make the way harder.
The success or failures of entrepreneur can’t be related to Bp.(Carrier 2004)</li></li></ul><li>Simulation & Games<br />Some authors propose simulation , in order to help Students devise their own strategies and make decision to ensure the success of their small Firm.<br />Goal of simulation : help students solving problems by certain number of notions.(Honig 2004)<br /> Honig view : students learn to develop their ability to adapt through action or trial and error so choosing the right simulation is important.<br />
Simulation & Games<br />Simulation exercise must based on learning objectives.<br />Hindle (2002) Propose 4 criteria for choosing right simulation exercise :<br />Ability of the scenario should be credible and relevant<br />Unambiguous communication relating to different aspects<br />Function adjusted to technical support material<br />Cost-benefit analysis <br />
1.Computer Based simulation<br />Wolfe & Bruton found 3 simulation that were of interest to university level Entrepreneurship Training : <br />Entrepreneurial simulation program(Penderghast ,1988)<br />Entrepreneurs : A simulation (Smith & Golden ,1987)<br />Starting a small Business : A Simulation Game (Gupta & Hamman, 1974 )<br />
2.Behavioural simulations<br />They are essentially experiential activities in which a business situation is created so that student can experience certain behaviors in order to develop entrepreneurial skills. <br />
Different between 2 groups <br />Stumpf (1991 ) Pointed out that :<br /><ul><li>Computer simulation teach about a fixed set of effort consequences captured by a pre programmed model
Behavioral simulations teach about sense-making and opportunity seeking process </li></li></ul><li>Behavioral Simulations<br />Stumpf (1991) conducted a research and found that following skills were improved :<br />Ability to ask questions about the future firm<br />Ability to generate several possible scenarios<br />Redefinition of issues to make them easier to understand<br />Ability to seek out and promote innovative ideas<br />
Original educational proposals<br />1. Teaching entrepreneurship through the classics : like the character in Moby Dick > Struggling hard situations for them to make success<br /> Othello For Failures<br />2. Teaching entrepreneurship through videos : teaching entrepreneural skill through some films<br />3. Teaching entrepreneurship using life stories : creating their own BioGraphies so find out their own capabilities<br />